“Today Alone, Tomorrow in a Team!” – Creative Learning for an Inclusive School Erasmus Project

Project Title

“Today Alone, Tomorrow in a Team!” – Creative Learning for an Inclusive School

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Inclusion – equity; International cooperation, international relations, development cooperation; Early School Leaving / combating failure in education

Project Summary

“The renewed education agenda encapsulated in Goal 4 is comprehensive, holistic, ambitious, aspirational and universal, and inspired by a vision of education that transforms the lives of individuals, communities and societies, leaving no one behind”. Incheon Declaration Education 2030.

Education that is not inclusive breaks the social fabric, erodes trust in schools, and wears down commitment to society. In order to be effective, inclusion must be part of a lifelong learning strategy with primary education being a critical period that has a long-lasting influence on outcomes throughout life. In doing so, we will put together students from different background to work together through activities. As schools, our mission entails not only transmitting knowledge, but also informing, educating and promoting more inclusive societies where social cohesion and skills for life are strengthened. According to the World Economic Forum’s Future of Professions Report (2018), some of the skills needed to be more advanced than robots are: complex problem solving, teamwork, emotional intelligence, decision making and reasoning, negotiation and multiple thinking , interpersonal relationships, empathy (caring for others), critical and creative thinking, resistance to environment and assertiveness. Those are the skills that this project targets.

Our main objectives are linked to the following aspects:
O1: Preventing the early school leaving phenomenon among students through improving and diversifying the educational offer of the partner schools;
O2: Improving the study results regarding the student performances by at least 15% for each organization per school year;
O3: Making the classrooms a friendlier place for all children to favor inclusion and determine a drop in the number of absences of about 25% for each organization per school year;
O4: Designing highly qualitative common products to reflect the good international cooperation intent to provide our teachers with the best pedagogical tools for the benefit of our children.

The whole school community will be involved in the project. The number of students involved in the project will vary from school to school. However, there will be at least 100 teachers and students involved in the whole project work, in some schools up to 300 (aged 10-16).We will look for the cooperation of families,local community and NGOs, as education is a matter of the whole society.

We have designed our activities based on the needs of this partnership, strategic goals we would like to improve, and priorities and topics we would like to succeed. In a way to realize it, we have divided the project implementation duration into four stages. During ‘the partner tour’ stage, we will introduce ourselves to one another so as to make each school internationalize and cooperate with partners. The second stage ‘school is for everybody’, will make us focus on the problems we have and the solutions to overcome them in the context of this project. The third stage ‘teaching in the inclusive spirit’ will assist us to integrate each student in the process of learning regardless of any disadvantages they have. The last stage ‘our inclusive school is open’ will help us convey the experiences we will have had to organizations and people that are to benefit from them.

We will use different methods in our project in different phases: questionnaires, interviews, feedback discussions and written reflections, also blogs and video diaries of students, role plays,round table,demonstrative lectures, presentations, workshops, lectures, on line meetings etc.

Students after this project will be more effective and proficient in communication, both in English and digitally, more skilled in gathering and interpreting data after having prepared case studies, presentations, campaigns, plays, leaflets, reports, graphs, songs, project events within communities or even designed a comprehensive guide in the project areas of interest. Practical and social abilities will also be enhanced, a concrete result in pursuing the second desideratum, while working at the products in teams, assuming different roles and being involved since the designing part.

We expect the project to have a major impact primarily on our students and teaching staff, and then in the environment and course at national and European level. The materials that will emerge as products from the project will have a major impact on the environment, and the workshops and activities on the direct participants in the project .

After the end of the project, the schools could continue their partnership in two ways:
1. Collaboration to build up new eTwinning projects in future
2. Exchanges of practices after the project, development of currect methodologies, carrying out new methods through different Erasmus+ programs (KA1 and KA2).

The project will have several visible results:
1. Youtube channel
2. Facebook page
3. Webpage
4. eBook
5. Twinspace/eTwinning

EU Grant (Eur)

Funding of the project from EU: 117570 Eur

Project Coordinator

Pärnu Kuninga Tänava Põhikool & Country: EE

Project Partners

• INSTITUTO DE EDUCACIÓN SECUNDARIA AVEMPACE
• Scoala Gimnaziala Magura
• Cumhuriyet Ortaokulu
• OOU “Kuzman Josifoski-Pitu”
• XII I.C.”V.BRANCATI”